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Abbey M. Loehr
Abbey M. Loehr
Research Director, Institute for School Partnership, Washington University in St. Louis
Dirección de correo verificada de wustl.edu - Página principal
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Año
Promoting self-explanation to improve mathematics learning: A meta-analysis and instructional design principles
B Rittle-Johnson, AM Loehr, K Durkin
ZDM 49, 599-611, 2017
1602017
Beyond numeracy in preschool: Adding patterns to the equation
B Rittle-Johnson, ER Fyfe, AM Loehr, MR Miller
Early Childhood Research Quarterly 31, 101-112, 2015
1392015
Eliciting explanations: Constraints on when self-explanation aids learning
B Rittle-Johnson, AM Loehr
Psychonomic bulletin & review 24, 1501-1510, 2017
992017
Improving conceptual and procedural knowledge: The impact of instructional content within a mathematics lesson
B Rittle‐Johnson, ER Fyfe, AM Loehr
British Journal of Educational Psychology 86 (4), 576-591, 2016
942016
The influence of relational knowledge and executive function on preschoolers’ repeating pattern knowledge
MR Miller, B Rittle-Johnson, AM Loehr, ER Fyfe
Journal of cognition and development 17 (1), 85-104, 2016
832016
Wait for it... Delaying instruction improves mathematics problem solving: A classroom study
AM Loehr, ER Fyfe, B Rittle-Johnson
The Journal of Problem Solving 7 (1), 5, 2014
542014
A five-factor measure of avoidant personality: The FFAvA
DR Lynam, A Loehr, JD Miller, TA Widiger
Journal of personality assessment 94 (5), 466-474, 2012
502012
Design matters: explorations of content and design in fraction games
MS Gresalfi, B Rittle-Johnson, A Loehr, I Nichols
Educational Technology Research and Development 66, 579-596, 2018
412018
Comparing and discussing multiple strategies: An approach to improving algebra instruction
K Durkin, B Rittle-Johnson, JR Star, A Loehr
The Journal of Experimental Education 91 (1), 1-19, 2023
282023
Putting the “th” in tenths: Providing place-value labels helps reveal the structure of our base-10 numeral system
AM Loehr, B Rittle-Johnson
Journal of Cognition and Development 18 (2), 226-245, 2017
142017
Instruction based on self-explanation
B Rittle-Johnson, AMLO EHR
Handbook of research on learning and instruction, 365-380, 2016
142016
The role of domain-general cognitive abilities and decimal labels in at-risk fourth-grade students' decimal magnitude understanding
AS Malone, AM Loehr, LS Fuchs
Learning and individual differences 58, 90-96, 2017
112017
Compare and discuss to promote deeper learning
B Rittle-Johnson, JR Star, K Durkin, A Loehr
Deeper Learning, Dialogic Learning, and Critical Thinking, 48-64, 2019
102019
The content of instruction within a mathematics lesson: Implications for conceptual and procedural knowledge development
B Rittle-Johnson, E Fyfe, A Loehr
Br. J. Educ. Psychol 86, 576-591, 2016
72016
Does calling it “Morgan's way” reduce student learning? Evaluating the effect of person‐presentation during comparison and discussion of worked examples in mathematics classrooms
A Loehr, B Rittle‐Johnson, K Durkin, JR Star
Applied Cognitive Psychology 34 (4), 825-836, 2020
42020
A new teacher-based assessment of preschoolers’ patterning skills
EL Zippert, AM Loehr, B Rittle-Johnson
Childhood 19, 181-189, 2018
42018
Promoting mathematical problem solving and explanation at home: The effects of extended homework use
AM Loehr, B Rittle-Johnson, A Rajendran
42014
Are there costs to using incorrect worked examples in mathematics education?
RM Pillai, AM Loehr, DJ Yeo, MK Hong, LK Fazio
Journal of Applied Research in Memory and Cognition 9 (4), 519-531, 2020
32020
The role of recalling previous errors in middle‐school children's learning
AM Loehr, LK Fazio, B Rittle‐Johnson
British Journal of Educational Psychology 90 (4), 997-1014, 2020
32020
Semantic Verbal Fluency Predicts Mathematical Learning
AM Loehr, MR Miller, MS DeCaro, B Rittle-Johnson
Poster presented at the Association for Psychological Science 25th Annual …, 2013
32013
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Artículos 1–20